. The consolidated rural school . nsolidated schools? What form of administration do these States have? 7. What recent contributions have been made on a large scale to school support and encouragement of progress? 8. What are the objections to a small county board of education in- stead of three directors for each little school and teacher? 9. How can democracy and efficiency best be harmonized in this matter?10. What power have your State and county officers in promotingconsolidation beyond agitation and pubKcity? Problems of Small Systems.—Superior men and womenmay be able to get along fairl
. The consolidated rural school . nsolidated schools? What form of administration do these States have? 7. What recent contributions have been made on a large scale to school support and encouragement of progress? 8. What are the objections to a small county board of education in- stead of three directors for each little school and teacher? 9. How can democracy and efficiency best be harmonized in this matter?10. What power have your State and county officers in promotingconsolidation beyond agitation and pubKcity? Problems of Small Systems.—Superior men and womenmay be able to get along fairly well even though they live inpoor, tumble-down houses and outgrown forms of govern-mental control, but the average run of people are undoubt-edly greatly helped in their growth by favorable environ-mental conditions. Progressive communities in countrydistricts may obtain good schools, including consolidation,under any form of educational administration, but the evi-dence goes to show that improving the general organization 91. 92 SCHOOL ADMINISTRATION AND CONSOLIDATION 93 and administration of the schools decidedly raises the gen-eral educational level. It is possible administratively for the State school codeto make it necessary for the State superintendent or com-missioner to hand out the State appropriations, for example,in such a way as almost to demoralize the schools, and thenagain it may insure such an apportionment of the funds aswill stimulate the best efforts of communities along the bestlines. Giving out school money on the basis of the numberof children hving in districts, regardless of whether they at-tend school or not, fails to stimulate attendance. Giving itout partly (say, one-third) on the basis of the total aggre-gate number of days attended by all pupils stimulatesschool communities to get their children to school everyday in the school year. Giving it out partly on the basis ofthe number of teachers employed (say, another third ormore) frequently stimul
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